Is there a math for the non-math person?

I suggest slowing down and mastering the facts. Everything from here on will either get easier or harder bc of it. My dd1/ struggled with facts until we used Rapid Recall from Little Giant Steps. Now she has them. Math isn’t her favorite, but she is able to do it with much more ease bc she knows her facts.

Most of my children didn’t begin formal textbook math until 10 years old. We do manipulative/real life type practice up ’til then. That solidifies concepts before the abstract paperwork is added. We also work on fact memorization. Don’t stress over being “behind.” You cannot push ahead (or, skip levels) without actually ending up more frustrated.

My suggestion: Pull off of the book study and continue working on the groundwork through manipulatives. Follow the quick/simple facts practice ideas that were shared in the recent thread about the CM conference held in FL last week. Read every math post/blog Richelle has ever shared! 🙂 Relax and rest assured that this will pass. As soon as it makes sense, he will be off and running again until the next time he needs to mull over a concept.

Blessings,

Becca<><

TailorMade…do you know which post that was – the one that described the quick/simple facts practice ideas?  I’ve searched through the past weeks but my tired eyes can’t seem to find it.  And boy could we use it!!!!

Sorry. It took a while. I had to think of what else was in the post and searched for “Spanish.” 🙂

Here’s the thread link:

http://simplycharlottemason.com/scmforum/topic/sharing-our-year#post-121140

This is the description to which I was referring…Thanks, Lindsay!!!

“nerakr,

I’ll tell you what Sonya did at the conference. We had a CM-Style Morning of Studies where the moms became the students and Sonya was the homeschooling momma. We started with a natural history (science) reading from Clare Walker Leslie’s nature journal and noted what we learned from her studies and then discussed our thoughts as a group. Then we moved several word problems that involved long division. As soon as we finished that, Sonya had written the 7s multiplacation table on the white board, like this:

7×1=

7×2=

7×3= and so on

She pointed at random to each fact, and we all recited the problem with the answer in unison. 

Next was a discussion from a sample Book of Centuries, followed immediately by a passage about Alexander the Great from Plutarch’s Lives. We were required to do a written narration of the passage after reading it. We discussed our written narrations (and how humbling it was because now we could all sympathize with the difficulty we expect from our children!). Following that history reading and written narration, we did 10 minutes of cursive copywork, and then finished our morning with a Spanish lesson.

I loved the incorporation of a quick review of math facts because it adds interest and variety to the day, uses a different part of the brain, breaks up subjects, and accomplishes a simple,  yet important, purpose. I enjoyed it so much and found it could be so useful in our homeschool that I am adding it in for next year.

Sorry for the long explanation…I felt it necessary!”

Richelle’s blog:

http://www.barefootvoyage.blogspot.com/?m=1

She’s written this SCM resource. It may be encouraging in your situation.  

http://simplycharlottemason.com/store/mathematics-an-instrument-for-living-teaching/

HTH,

Becca<><

I would set aside the books and play math games like RS math card games to learn the facts. RS went right to 4 digit addition after learning place value and side two of the AL abacus. I admit that I had my own ah ha moment when teaching it and seeing it worked on the abacus. “So that’s what happens when we carry the one! Ah ha!” Does he have a good understanding of place value?

You might want to check out JUMP Math (http://jumpmath.org/cms/).  Here’s a couple articles describing it:
Part 1 – http://opinionator.blogs.nytimes.com/2011/04/18/a-better-way-to-teach-math/
Part 2 – http://opinionator.blogs.nytimes.com/2011/04/21/teaching-math-advanced-discussion/